Comparison of Two Modes of Teaching Delivery in Graduate Nursing Education

2.50
Hdl Handle:
http://hdl.handle.net/10755/603114
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Comparison of Two Modes of Teaching Delivery in Graduate Nursing Education
Other Titles:
Using Teaching Strategies to Improve Student Outcomes [Session]
Author(s):
Mintz-Binder, Ronda D.
Lead Author STTI Affiliation:
Delta Theta
Author Details:
Ronda D. Mintz-Binder, DNP, RN, CNE, rondamb@uta.edu
Abstract:
Session presented on Sunday, November 8, 2015: A longitudinal research study was conducted from 2013-2014 in which students enrolled in two different master’s degree nursing programs were assessed using two scales as well as demographic and programmatic questions at two data points, after first course and one year later. Graduate students who were enrolled in an online Academic Partnership (A.P.) version of the program in a condensed format (courses 5 or 10 week long with one faculty and one academic coach per course) were compared to those enrolled in the traditional 15 week full semester format.  Perceived Stress Survey (PSS) and Sense of Belonging (SOB) were the two quantitative repeated measure scales. At data point 1, 58 students (37 A.P. and 21 Traditional) completed the study. At data point 2, 40 (25 A.P. and 15 Traditional) of the same students completed the second survey.  Within these two groups, 67.6% of A.P. and 71.4% of Traditional repeated the surveys. Within survey 2, an inverse statistically significant relationship was reached between PSS and SOB for the full group (= -.459, p =.003). Statistical significance was also reached between PSS and SOB in the Traditional group (= -.657, p =.008) but not so with the A.P. group (=-.339 , p =.097). Within the Traditional group, changes in PSS and SOB scores between survey one and survey two were both statistically significant (PSS : =.533, p=.041; SOB: =.763, p =.001).Within the AP group, changes in SOB were statistically significant (=.490, p =.013). Within the Traditional model of course delivery, sense of belonging appears to modulate stress and over the course of the year, these students demonstrated scores that were fairly consistent. Students who are successful in the AP program appear to modulate their stress and use belongingness through online opportunities in a positive and productive way.
Keywords:
graduate nursing education; stress; sense of belonging
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15B09
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleComparison of Two Modes of Teaching Delivery in Graduate Nursing Educationen
dc.title.alternativeUsing Teaching Strategies to Improve Student Outcomes [Session]en
dc.contributor.authorMintz-Binder, Ronda D.en
dc.contributor.departmentDelta Thetaen
dc.author.detailsRonda D. Mintz-Binder, DNP, RN, CNE, rondamb@uta.eduen
dc.identifier.urihttp://hdl.handle.net/10755/603114en
dc.description.abstractSession presented on Sunday, November 8, 2015: A longitudinal research study was conducted from 2013-2014 in which students enrolled in two different master’s degree nursing programs were assessed using two scales as well as demographic and programmatic questions at two data points, after first course and one year later. Graduate students who were enrolled in an online Academic Partnership (A.P.) version of the program in a condensed format (courses 5 or 10 week long with one faculty and one academic coach per course) were compared to those enrolled in the traditional 15 week full semester format.  Perceived Stress Survey (PSS) and Sense of Belonging (SOB) were the two quantitative repeated measure scales. At data point 1, 58 students (37 A.P. and 21 Traditional) completed the study. At data point 2, 40 (25 A.P. and 15 Traditional) of the same students completed the second survey.  Within these two groups, 67.6% of A.P. and 71.4% of Traditional repeated the surveys. Within survey 2, an inverse statistically significant relationship was reached between PSS and SOB for the full group (= -.459, p =.003). Statistical significance was also reached between PSS and SOB in the Traditional group (= -.657, p =.008) but not so with the A.P. group (=-.339 , p =.097). Within the Traditional group, changes in PSS and SOB scores between survey one and survey two were both statistically significant (PSS : =.533, p=.041; SOB: =.763, p =.001).Within the AP group, changes in SOB were statistically significant (=.490, p =.013). Within the Traditional model of course delivery, sense of belonging appears to modulate stress and over the course of the year, these students demonstrated scores that were fairly consistent. Students who are successful in the AP program appear to modulate their stress and use belongingness through online opportunities in a positive and productive way.en
dc.subjectgraduate nursing educationen
dc.subjectstressen
dc.subjectsense of belongingen
dc.date.available2016-03-21T16:43:35Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:43:35Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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